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6343 Module2 Responses Liza Moreno

Page history last edited by Liza Moreno 11 years, 6 months ago

Imagine the Possibilities Response


The article described the use of interactive whiteboards as a classroom tool. The teachers were using the boards for instructional purposes, but were not allowing the students to actually use the technology. The solution was to create student centers, where the students took turns using the boards and creating their own lessons.


At my school district, we have a similar problem with technology. Each classroom is equipped with at least one computer, a document camera, and a projector. Some teachers have applied the available technology to student group work, assigning presentations and projects. However, we have not uniformly solved the issue, and some equipment goes unused.



Classroom Videos Questions

What are the advantages to teaching units as these teachers do?


The students have to solve real-world problems. They have to work collaboratively to solve a problem and use their knowledge from the class. Students apply their learning to the project and are able to show their skills. In addition, architects were invited to review the projects, which created an authentic audience.


What are some disadvantages that you can see to teaching this way?


One advantage is that the students are applying their knowledge. They do not just memorize the material but use it in their project. Another advantage is that the project is centered on a real problem. It motivates the students and creates an authentic experience.


What are some challenges you will face as you attempt to develop this type of lesson?


My biggest worry is discipline. As a teacher, you have to be prepared for everything. If you do not have everything organized and understand all the components of the projects, the students will see it as an opportunity to misbehave. Another obstacle is adapting the project to ESL and special education students. Many schools have inclusive classrooms, and teachers should be prepared to teach all populations of students. In addition, some schools do not have the funding for field trips or the access to certain resources.


What types of resistance will you face in developing lessons like those in the videos (yours, other teachers, administrators?


On of the biggest obstacles in creating this type of lesson is the curriculum. As a teacher, I have to follow the sequence of the prescribed curriculum, and it does not allow for projects such as this. We already have to teach the subject and the TAKS; adding this type of component could be difficult. Administrators would be opposed to the timeline of the project. Teachers would welcome the change from TAKS drill and kill to real hands-on activities.


In developing a project-based lesson, how can you adapt it to meet state standards?


I think you really have to dissect the project and try to see where the TEKS applies. Perhaps adding components and mini-lessons can help in reinforcing state standards. You could also divide the project into sections or involve other subjects. Math teachers can work with computer or English teachers to complete the project. Ultimately, you have to organize and break down the lesson into portions, allowing the opportunity to introduce several concepts covered in the state standards.


6343 Module 3 Reponses Liza Moreno


The Next Step: Integrating Computers and Related Technologies into Practice

Have we made any progress since the article was written?


There have been many changes. First, there is increased support for the creation of a vision for technology use by school leaders. Schools nationwide have created long-range technology plans and assessed their progress through surveys, inventories, and other assessment tools. Second, with increased technology spending, teachers have more access to technology. This has allowed them to acquire new experiences and use technology in the classroom. In addition, there has been an increase in technology instructional development. Schools and districts are providing more technology training and offering a variety of opportunities for instruction. Although we have made considerable progress, there are still issues that need to be addressed. We have made enormous strides towards technology integration, but we have not met all our goals. According to the Texas Star Chart, the majority of the schools in Texas have not reached the targeted level. There is still a need for improvements in administrative support, funding, and infrastructure.



Teacher Pedagogical Beliefs

What is the link between belief and practices?


According to the article, a teacher’s beliefs are associated with their style of teaching. Beliefs can influence what types of technologies they use in the classroom and how they use the technology. Though beliefs cannot be easily changed, they can be influenced. Ertmer suggests three strategies: (1) creating successful personal experiences, (2) providing vicarious experiences through observation, and (3) creating social-cultural influences by establishing a professional learning community.


How can knowing this impact you as you begion to develop instruction for teachers as an MTT?


Knowing how beliefs impact a teacher’s adoption and use of technology can greatly assist the job of a MTT. The article suggests five things school personnel, such as MTT’s, can do to improve instructional development. First, an MTT can promote public involvement through communication with administrators, teachers, and parents. Second, professional development should include small groups where teachers can explore new technology. Third, an MTT should support classroom observations, where teachers can examine successful teaching practices. Fourth, technology should be systematically introduced. The addition of new technology practices should be planned out and well supported. Lastly, an MTT should continually provide support for technology to increase teacher confidence. If teachers are comfortable with the new technology, they will most likely use it.


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